Category Archives: PSHE and Citizenship

The average person knows very little of what is going on in the Middle East, and perhaps more importantly, WHY – a result of the differing interpretations of historical and present-day events in the region. Not to mention its obvious complexity.

And, since your pupils have followed this timeline of events for a much shorter period of time, confusion and a lack of understanding about what is going on in the Middle East is likely to be much greater. Which is why the charity, Middle East Education, was formed and is offering a FREE talk in your school that gives a balanced yet factual look at the issues involved.

If you are interested in booking one of our FREE talks, simply email office@middleeastedu.co.uk with your preferred dates (at least two different dates) and we’ll do our best to organise a mutually convenient time for us to visit your school.

Given by two knowledgeable, articulate and lively speakers, one Muslim the other Christian or Jewish, the talks can be provided in accordance with the requests from individual schools and are accompanied by colourful PowerPoint presentations containing many maps and photos, films, and animations. What’s more, questions and discussion by your students are encouraged.

If you would like to find out more before registering your interest, simply visit http://www.middleeastedu.co.uk/talks.html. On our website you will also find a number of free resources, including PowerPoints, activities and teachers’ notes, generally sorted by subject area (General Studies, History…) and/or education level (GCSE, A-Level…).

Ofsted’s Chief Inspector, Amanda Spielman said recently the education system has a vital role in upholding the principles that “make us a beacon of liberalism, tolerance and fairness to the rest of the world”.

In a speech to the Birmingham Education Partnership conference, she argued British values should be at “the very heart of the curriculum”.

“We know that even in the UK some children are being brought up in an environment that is actively hostile to some of these values,” she said. “So the education system has a vital role in inculcating and upholding them.”

“Most children spend less than a fifth of their childhood hours in schools and most of the rest with their family. And so if children aren’t being taught these values at home, or worse, are being encouraged to resist them, then schools are our main opportunity to fill that gap.”

Spielman said she was not talking about “superficial displays” of British values, using the example of a child asked to craft a picture of the Queen out of sequins. But she instead spoke of giving young people a “real civic education”, including “a rich and deep curriculum in subjects such as “history, English and geography”.

Quoted from The Guardian, 22nd September 2017

Special offer

During November we are offering a 40% discount on our British Values KS3 starter bundle to help you put British values at the very heart of your curriculum. A saving of £20!

Just Listen – Race, Religion, Disability, Sexuality and Gender

35 Minutes

Stories about equality and diversity.

Interviews with people who come from groups which are prejudiced against. They talk frankly about their experiences and the problems they encounter.

1. Race and Religion: Ibraham and Clair: Tragic story of a refugee; a British Muslim describes her religion. Ibraham’s story of personal tragedy dispels many of the myths that exist about refugees and asylum seekers. Clair is a Muslim and tells how lack of understanding leads to prejudice towards other religions, particularly Islam. Running time: 12 mins

2. Disability: Linda: How other people regard those with a disability. Linda is a wheelchair user and talks about how people treat her and other disabled people differently. We see examples from her perspective, giving viewers an insight into Linda’s world and the difficulties disabled people have to face. Running time: 13 mins

3. Gender and Sexuality: Alice and Mick” A transgender and a gay man talk about prejudice they have encountered. Alice is a transgender. She describes how transgender people have to live with abuse and ridicule. Mick is gay and has been attacked because of “what he is”. He talks about the stress that hiding your true identity brings. Running time: 10 mins

Addiction and the Human Brain

How drug addiction affects the human brain. Teenagers are at the highest risk of drug addiction. This programme combines factual information and interviews with recovering teenage addicts, counsellors and brain experts to help viewers understand the effects of drugs on the brain how the brain responds to drugs and why the brains of teenagers make them more vulnerable to the effects of drugs; developing tolerance how drug use actually changes the brain, leading to a reduction in the response to the drug after prolonged use and the need to take higher doses to get the same effect; dependence and addiction how continued voluntary drug use can eventually become involuntary sand compulsive, as the brain becomes accustomed to the drug and can’t function without it; treatment and recovery how recovering addicts have to overcome the power of cravings, resist triggers that cause cravings, and change their behaviour in order to quit successfully, and preventing addiction is better than treating it. USA.

Drugs and Alcohol series

74 Minutes

Four short programmes which are available together on one DVD: Have a Good Time, Learning Together, Alcohol in the Dock and Drugs: a Simple Choice.

Have a Good Time: Leigh Conroy and John Evans, two recovering alcoholics, were alarmed to see youngsters making the same mistakes they had made. They gave talks in schools, formed ‘High & Dry’, and made this film, which looks at the problems associated with young people and alcohol, in a series of linked sketches involving a group of a young people going to a disco and drinking too much. Good discussion starter. For ages 10-18. 23 mins “When we explained the underage figures to parents they were shocked. They didn’t think it was their children” Schools Health Education Unit.

Learning Together: Introducing drug education in primary schools at Key Stage one and two, involving parents going into the schools. For Primary/Middle School Teachers. 13 mins.

Alcohol in the Dock: Young people made this programme themselves, looking at the Health Angle, the Legal Angle, and the Business Angle, as well as Your Angle – their own stories and opinions. For ages 12 +. “A very refreshing film that allows youngsters to have their say…never fails to get them talking” Eden Youth Project. 20 mins.

Drugs – a Simple Choice?: Three young drug users tell their stories. A discussion starter particularly for young people. Three young drug users are interviewed, and the sections examine why take drugs? What in addition to addiction, are they risking? What problems do they now have because of drugs? and what does the future hold for them? They tell their own stories and comment on what could happen next. Reconstruction based on real people. For ages 10-18. 18 mins.

Breaking Point

53 Minutes

Three short programmes together on suicide and stress: In the Same Breath, Friday 21.03 and the Stress Case Studies

In the Same Breath: Quentin’s wife took her own life. He talks about the impact this had, and the periods of guilt and feelings of helplessness, depression and self-pity. It shows how one man has survived the tragedy, learnt to embrace a new life and live with the past. “Very sensitive, the difficult words are eased by good photography ..;.eloquently describes his grief journey…a hopeful message” Norwich Cruse bereavement Care. 11 mins.

Friday ..21.03: Teenage suicide. Why do young people commit suicide? What signs should we look out for? What can we do to help?. Tells the story of Sarah’s last day and, through her thoughts, we get an insight into her state of mind. The film covers a range of issues that will be readily identifiable by young people and is supported by discussion notes. ” I have watched many films on this subject but this one really hit the nail on the head” Doreen, Outreach Director Ipswich Samaritans. 12 mins

Stress Case Studies:

A series of four case studies showing how stress can affect people’s lives, particularly in relation to work. Psychologist Peter Holden introduces each study with an explanation of stress and its causes, and concludes with advice on coping with it.
1. Peter Rogers – Successful Accountant Peter Rogers is 38, a successful accountant who recently received promotion. This meant added responsibility and a move. He and his family moved into a large comfortable house and everything seemed fine.. but was it ?
2. Pauline Marshall – Catering Supervisor Pauline Marshall, married with two teenage children, worked for the last six years for a local company as a canteen assistant. She enjoyed the work and the atmosphere, but when she was appointed supervisor things started going wrong.
3. Robert Fraser, Retired Robert Fraser had worked for the same company for over 30 years. He and his wife had looked forward to his retirement, and had planned to enjoy the extra time together. But it didn’t work out like that.
4. Sandra Taylor – Head f Personnel Sandra Taylor is 26 and recently divorced. She had worked for a successful public relations company since leaving school, and she seemed very efficient and level headed. She was appointed head of personnel. But all was not well.

“Teachers should be given training in working more effectively with boys to support healthier mental and emotional development and the skills to manage health services.”

The Mengage workshop ‘ Boys don’t cry? Supporting the emotional and mental health of boys and young men’ provides teachers, teaching assistants and others involved in work with young males on this concern with a workshop exploring:

Act like a boy: what research has to say about the emotional and mental health of boys and young men

Being practical: what can schools do to support and enhance the emotional and mental health of boys and young men? Action planning and implementation.

The 3 hour informal workshop is based on research and proven practical work with boys and young men, providing teachers, support staff, and staff from affiliated professions with knowledge about a concern that not only affects school performance but can have an impact across the lifespan – and an opportunity to consider practical solutions schools can implement to address this concern.

Demonstrates how our minds are much more susceptible to manipulation and suggestion than we think.

We feel we are free to make our own choices but we are not as free as we think. Neurologists and psychologists have discovered how vulnerable our minds are to manipulation and suggestion, and how easily our own psyche can be taken out of our control.

This documentary is a primer for psychological independence, teaching us to process more than our minds are comfortable with. From the glamorous, sex-obsessed world of advertising to the vacuous speeches of leading politicians, our responses are being silently but surely manipulated. Images of nude women appear hidden in Coca Cola adverts. Television channels flash up messages from their sponsors too fast for our conscious mind to catch. Lawyers twist the ambiguities of language to distract us and force us into a more suggestible mental state.
Our minds are constantly missing the obvious: “we don’t perceive what’s there, we change what we perceive, and we perceive what’s not there.” Though subliminal messaging is illegal in most countries, it is still used more often than we may ever know.

Neuro-linguistic programming can help us to protect ourselves against the manipulative forces that control consumers, pulling these forces apart so that we can see how they work. If we can open our eyes to the techniques used to control us, we can move these processes from our unconscious to our conscious mind. This film provides us with the psychological tools to fight them.

What do we mean by ‘attention’, or the lack of it? Are we quite as attentive as we think? Do we miss things that are right under our nose, blinded by suggestion, assumption and ‘common sense’? If so, how might this be used against us? Are the opportunities here to manipulate beliefs, alter behaviours? If so, who is doing the manipulating? Learn more about the Human Biocomputer, about Advertising, Ambiguities and Politics in this fast paced yet light-hearted film.

Now available to rent or buy via our Video on Demand service A video clip can be viewed from our website

Warning: The Media may be Hazardous to Your Health

DVD1991 36 Minutes

Media models glamorise violence, fear and hatred.

Exposes the dangers of media models that glamorise violence, fear and hatred between the sexes. This powerful video encourages the life-affirming tendencies in both genders. Images of commercials, Madonna, Pee Wee Herman, MTV and other media protesters are woven together to create a humorous yet sobering look at sexism in the media. Can be used to combat the problems of sexism and racism, while helping individuals to become more critical viewers of mass media.

Staying Real

DVD2011 25 Minutes

Young people discuss media stereotypes and their effects.

Young people discuss the adverse effects of the sexual stereotypes which bombard them. They talk about how hard it is to develop their own personality and to make friends when they don’t conform to media and advertising images. Directed by award-winning Sophie Bissonnette. National Film Board of Canada. Suitable for ages 11 – 13. A good discussion starter.

Includes a full school site PC and network licence, nothing more to pay EVER! Free 14-day trial , so if you don’t like it you can just send it back. All 9 of these individual great titles are included in the pack for just £100 for everything:

How would you help a child who develops one of these illnesses? Would you be sympathetic to a mental illness or would you take the view that the child was being silly and irresponsible.

Today’s children are far more obsessed with body image than previous generations. Many of their role models are excessively thin, and for some being thin becomes equated with success and popularity. Dieting is not unusual among teenagers and it is terribly easy to carry it too far. It is not so easy to recover without a lot of support and understanding. Anorexia and bulimia are addictive illnesses in which the sufferer lies and conceals to attempt to cover up the addiction. There is a large amount of self-deception as the sufferer may see a fat person in the mirror even although those around him/her see an emaciated one. The sufferer does not want help as he/she is terrified of becoming fat.

This book was written by someone who herself suffered both anorexia and bulimia for sixteen years. It describes in detail how she damaged her health and jeopardised her family relationships and friendships through an illness to which she was not willing to admit. It also describes her struggle back to normal healthy eating. The latter sections of the book give practical advice for normal healthy eating and describe the physical side effects of not having a healthy diet.

Recent research now suggests that more and more the responsibility for delivering good and correct sex and relationship education is falling to schools and teachers as opposed to parents or families. But with budgets and curriculum hours for PSHE being cut how is it possible to deliver involving, informative and relevant sex and relationship education?

It is hard for schools to compete in an age where technology, the media and the pornography industry target young people in an exciting and provocative way as it promotes to them an image of beauty, sexuality, love and relationships that undermines their self esteem and promotes an unrealistic image of who they should be and what they should be doing.

Now it is more important than ever to create sex and relationship education that can be as compelling, as exciting, as influential as the media campaigns it is battling.

Tip of the Iceberg Theatre Company has been delivering SRE projects in schools across the country for the past 15 years. ‘The Sex Factor’ project uses a mix of performances, workshops and up-front honestly to tackle the difficult and vast topic of sex and relationships education.

For the participants involved you can forget disturbing diagrams and awkward talks; this is Sex Ed with a difference. Our experience has shown that to affectively reach and address the attitudes of a young audience it is not enough to deal with the ‘nuts and bolts’ of these personal issues, but rather the heart and soul.

The work of the theatre company does not give simple answers, or tell audiences what to do, however, encourages them to ask questions, consider themselves and others and to be aware of the many influences affecting them, giving them options for positive solutions and an understanding of the importance of life changing choices. Our projects are constantly being adapted as the needs of pupils and schools change, however, we always aim to deliver relatable and thought provoking work.

“PSHE is a crucial part of preparing young people for life. It can provide them with the knowledge and confidence to make decisions which will affect their health, wellbeing and relationships, now and in the future.” (Stroud News and Journal, 11.1.16)

Read about how our projects support OFFSTED findings on PSHE education

The Sex Factor project is suitable for years 9-11 and consists of 2 plays and a range of workshop options for a half or full day. The project can be delivered for up to 300 pupils (depending on performance space). Working with your school we adapt workshop options (timings/sizes) to suit your requirements and endeavor to provide the most effective PSHE solutions for your budget.

No matter how bad that decision looks in retrospect, it takes a very confident and self-possessed individual to say, “yes I got that one wrong.”

Instead the blame is put elsewhere. It was “not my fault”. It “couldn’t be helped”. “Events conspired against me.” We blame the environment, the individuals around us, and society, but rarely do we blame ourselves and the decisions we took.

Yet the fact is that it is quite possible to improve our reaction to the society in which we live, and through that our decision making – if only we can practice.

Which is why the copiable volume, “Life Games” exists.

The volume contains 50 different decision-based games that can be played in the classroom with anything from eight to 40 players from Key Stage 3 to the sixth form.

Each game is presented in the form of a single page of copiable teaching notes – normally with a separate set of student notes also provided. Each also focuses on a theme, ranging from the working of the media to lifestyle balances, from government decisions and consequences to healthy eating, from stress to addiction.

In short, there are enough activities in this volume to provide more than a year’s worth of citizenship and PSHE education, taught and explored in a way that the students will find refreshing, engaging and meaningful.

Life Games is available as a photocopiable book or on CD Rom, and individual activities can thus be readily copied and distributed to students as required. The copies can also be shared with colleagues or given to supply teachers, without any fear of the original book being misplaced.

All About Anxiety Discussion Cards

We live in a fast-moving world and anxiety levels are high, particularly in our young people.

These cards give the users an opportunity to consider what they believe to be some of the causes of anxiety, to think about possible sources of help and to learn that worry can sometimes be positive.

▪ Discuss possible causes of anxiety
▪ Understand that different things worry different people
▪ Identify who can help when we feel anxious
▪ Maintain a healthy mental attitude
▪ Discover the effects of anxiety on eating patterns, socialising and personality

The cards introduce a more in-depth discussion and allow users to explore their feelings in a structured way.

They can be used with individual students as a diagnostic tool, or they can be used in small groups to promote discussion and enable the participants to challenge their own beliefs or they can be used with class groups to start discussions.

So, how do you engage students in discussion, especially those who are lacking in confidence? Well, as you know, you can:

Choose a topic they care about.

Provide an engaging film

Invite a visiting speaker

Provide activities which encourage small group discussion for those who don’t like to talk in front of the whole class.

We have free resources on animal welfare & sustainability in farming to help with all of these. You can order a DVD-ROM or invite a speaker by replying to this email. You can also download films and worksheets on our website.

Children of all ages care about animals. The way our food is produced is a growing topic of debate whether you are talking about the ethics around how we treat animals, the production of healthy food, how we can feed a growing population or provide rural jobs.

We have a range of regularly updated resources including:

The Farm Animals & Us films which compare intensive methods of producing meat, milk and eggs with alternative methods of production

The Personality Test – an engaging quiz which helps students examine their attitudes to the use of animals to food from the point of view of four different philosophies

How Should We Treat Farm Animals? – a card activity designed to promote small group discussion

If you would like to order a free copy of our Farm Animals & Us DVDROM, with all the resources mentioned, or to invite a local speaker, please just email education@ciwf.org.uk quoting “PSHE”.

If you would like to download these materials directly, including the films, or just to find out more, please go straight to our website.

“… it is one of the best packs that I have used. … Thanks for such excellent material.
Head of Year 10/ PSHE

“I was recently in receipt of a free video pack from your organisation. I just wanted to express my appreciation of the quality of the materials and their appropriateness for classroom use. Not all free materials end up being of any use in the classroom but I have already started to use these and have no hesitation in recommending them to others.“
Head of R.E. & Citizenship

“ … the video was entertaining but also educational”
PSHE teacher

“Brilliant – outstrips any resource on any related topic I have ever seen”
Head of PSE.

And we were informed that numerous teachers, administrators and school management replied to the article expressing similar concerns over Ofsted’s guidelines.

Since concerns over the issue of British values was so widely shared, we made it our mission to find a way to make the task of promoting British values (and proving this to Ofsted) less of a concern.

As a result we produced a comprehensive set of posters that promotes one value at a time – which we thought was less overwhelming than trying to look at all the values at once.

Also, we thought that by promoting British values through posters, it should make proving to Ofsted that the school promotes such values a fairly straightforward task. The posters can be found at http://www.carelpress.co.uk/exclusive/. See what you think.

The answer to this question lies in them knowing exactly why British values are what they are, which can be readily understood through the study of literature based on and around the Second World War, such as Goodnight Mister Tom.

Goodnight Mister Tom is, in itself, a great asset and support to the curriculum, but it is also possible to draw parallels between how society created and used British values to stay strong through times of war and how we still use these values today to keep order in society.

Our Goodnight Mister Tom theatre production, set during the dangerous build up to the Second World War, offers a wonderfully uplifting tale of a young evacuee (William Beech) who forges a remarkable and heart-warming friendship with an elderly recluse living in the idyllic English countryside.

The magical stage adaptation of this world-wide literary favourite portrays themes of identity, friendship, kindness, war, and the hardships of life as an evacuee, and for this has earned itself an Olivier award-winning title.

Goodnight Mister Tom will be showing at the Opera House in Manchester between 23 and 27 February 2016 and will give your pupils the opportunity to understand why British values are what they are and why we need them, as well as what life for children was like in the war.

For more information about the production and to find out how your school can make a group booking, please visit our website.

A vivid portrayal of the Peterloo Massacre and Shelley’s response to it in Shelley specialist and songwriter John Webster’s new DVD ‘Shelley’s Golden Years in Italy’, together with a discussion of the poet’s legacy and role in the growth of democratic institutions in GB, could make an intriguing and memorable contribution to Key Stage 3 of Citizenship studies.

The two sections, opening and concluding the 43 minute DVD, demonstrate the progress made from the tragic collision of social and political forces in 1819, referring to the Chartists and the Suffragettes and the strength they drew from Shelley’s work.

Shelley’s contribution to the development of democracy in Britain has been demonstrated by scholars in recent years,and this raises the question of how far poets, writers, and musicians can affect political events.An intriguing question in light of the frequent involvement of today’s artists in political and environmental campaigning!

More information is available at http://thefirstfabfour.co.uk/index.php/shelley where song and narrative samples, as well as links to a discussion of the citizenship issues raised, can be accessed. The DVD costs £12.95 plus £1.95 postage

Teaching your pupils to tell stories with emotion and passion comes with a multitude of benefits in terms of both their academic and personal development.

First, storytelling enables your pupils to connect with a story on an emotional level, going beyond the action of simply reading words from a page. This in turn can be a powerful encouragement for pupils to read for fun whilst also improving their literacy skills.

Storytelling also does wonders for children’s confidence as it gives them the opportunity to practise public speaking. Their self-esteem is heightened when they realise that they have the ability to hold an audience and to provide entertainment through storytelling.

National Storytelling Week is an ideal time to plan for professional storytellers to come into your school to show your pupils just how they themselves can tell a story in a powerful and interesting way and how they too can reap the benefits that storytelling brings.

It is for this reason that we travel from school to school during this week (and throughout the year), telling stories – stories from different parts of the world, stories from history, stories from science, stories about overcoming bullying…

What’s more, if you would like to see the power of stories in terms of children’s learning and read about the research into why stories work as teaching aids, or indeed if you would like to know more about our work in schools, please click here.

You’ll be able to see just why hundreds of schools across the country invite us in to tell stories to different classes. Alternatively, you can call us on 020 328 SNAIL (020 328 76245), or email stories@snailtales.org

Last week the BBC reported that the DfE has launched a new website entitled, “educate against hate” containing information and advice for schools about how they can help with the renewed drive against extremism.

The website provides “practical advice to protect children from the dangers of extremism”, including the warning signs of danger, how to talk to children about extremism, and steps concerned teachers and parents can take.

NSPCC head, Peter Wanless, commented: “We are contacted daily by worried parents and children themselves on all sorts of issues including radicalisation and dangers associated with extremism.”

“Spotting the signs of such abuse has never been more important if we are to help protect children from sexual exploitation, gang-related activity or other hate crimes.”

The only problem with this renewed drive against extremism is that any changes need to be incorporated into your school’s existing policy on the matter, which can take up a considerable amount of time that you and your colleagues don’t have to spare.

It is for this reason that we create, adjust, amend, and update school policies on your behalf, including the ‘Prevent Duty – Dealing with Extremism and Radicalisation’ policy.

Policies for Schools have created over 290 school policies covering 20 different statutory areas which are easy to customise and thus will save you a considerable amount of time when one or more of your school policies require attention.

What’s more, if you have a specific need of a policy which isn’t listed on the website, we will create it for you. You can find our full list of school policies by clicking here.

Or, if you’d like to view a few sample policies beforehand, we have provided the following policies which are available to download free of charge by clicking here:

Calming Room Policy

Professional Learning Communities Policy

School Website Policy

Alternatively, if you would like to know more about our service, you can email us at sales@policiesforschools.co.uk, call us on 01600 891 506, or write to us at Teachers Resource Centre Ltd, Wyastone Business Park, Wyastone Leys, Monmouth, NP25 3SR.

With 10 million children heading back to school this month a recent study has shown that more than a third are worried about returning because of bullying.

It’s in the news, it’s on the TV and it is still a very real problem happening in our schools all over the country. The question has been asked whether the media and technology is part of what seems to be an increasing problem, and if this is the case it can make it even harder for schools to tackle the influences and the resulting behaviour.

Where does a harmless joke between friends end and a more serious act against a person begin? What is the difference between banter and bullying?

Below is a section of script from a scene with Millie (age 7) and her dad, who are watching the TV and discussing the big question – BULLYING VS BANTER?

NEWS …and a teenager has begun a legal battle against her schoolmates for
what she calls bullying and what they call banter. This banter has taken
the form of online abuse and worse, our reporter is on the scene…

DAD switches the news off.

MILLIE Daddy, what’s banter?

DAD It’s a kind of grown up joking.

MILLIE So is it funny?

DAD Well, yes.. if I’m with my friends and I tease them about their non-existent football skills, say, ‘You’d never get picked for the team!’ that kind of thing, you know…

MILLIE So how is it joking?

DAD Well, banter is joking and sort of teasing, but it can feel like someone is hurting your feelings if they say something that makes you upset.

MILLIE Like bullying?

DAD No, because banter makes you laugh and bullying makes you feel scared.

MILLIE So when Jake says I smell and he makes a fart noise that’s banter?

DAD Yes, kind of, but Jake who is this?

MILLIE But when he says it over and over and over again in breaktime is that still banter even though it makes me want to cry?

DAD No, that’s not banter,

MILLIE But it makes other people laugh and you said that’s what banter is.

With such a complicated and vast topic how can schools find exciting, relevant and practical sessions that explore the different types of bullying, yet also combat behaviour and help pupils to consider the root causes?

According to OFSTED “In 80% of primary and secondary schools, outside speakers made a valuable contribution by bringing a wide range of expertise and life experiences to the PSHE education programme.”

Often the difficulty with outside speakers or projects is finding one that is relevant to a majority of the pupils and that can have a lasting and memorable impact. In the last 15 years Tip of the Iceberg Theatre Company have been designing and delivering performances and workshops with this ethos at its core. Completely funded by educational establishments their work looks to meet the needs of schools and their pupils, adapting the content to make sure that all their projects are involving, informing and inspiring.

It’s taken 4 years of research and development across the country and with over 200,000 pupils to create “Beyond the Surface” – a series of shows, based on a “fly on the wall” TV show format followed by an interactive workshop that entertains and educates to the highest standard.

Beyond the Surface – “Bullied Britain” is a performance aimed specifically at Year 5/6 students to deal with the complex issue of bullying and the many forms it can take including; social and emotional, physical, and verbal. The 20 minute fast paced documentary format live performance serves as an entertaining icebreaker to highlight a range of issues while the follow-up workshop with trained facilitators then gives students the opportunity to relate their own lives, personalities and experiences to the events in the play, with the ultimate aim to arm students with the necessary tools and information to combat bullying in their future school life.

The show examines lots of different people and how bullying and banter affect them and their relationships, from TV show “Mates” to a serious case of cyber bullying and everything in between.

Based on the PSHE Association notes and guidance for the Core Theme of Relationships the ‘Bullied Britain’ project gives students the chance:

To recognise how behaviour effects other people and to respond appropriately to a wider range of feelings in others.

To recognise what is fair and unfair, kind and unkind, what is right and wrong.

To recognise what is part of positive and healthy relationships.

To listen to other people and play and work cooperatively (including strategies to resolve simple arguments through negotiation).

To identify and respect the differences and similarities between people.

To recognise when people are being unkind – either to them or others, how to respond, who to tell and what to say.

To see that there are different types of teasing and bullying, that these are wrong and unacceptable.

We also have our Interactive Friendship and Bullying workshops

A hands-on workshop with short integrated scenes to help students understand what constitutes a positive and healthy friendship and gives ways to form and maintain these friendships.

Suitable for Yrs 2-4, approx. 1hr running time for up to 50 pupils.

‘Bullied Britain’ is touring schools across the country throughout the Autumn Term. Call us for availability and a direct quote.

Prices Guide:

½ day projects start at £575 + vat
Full day projects start at £775 + vat

The Woodland Trust is asking for more people to become citizen scientists and help them with their quest of studying, observing, and recording the natural world.

This is a great opportunity to get your pupils involved in spotting and recording critical pieces of information in your school’s local area which “simply couldn’t be collected via conventional science alone.”

You can register to participate in The Nature’s Calendar Survey[1] where your pupils can “record and view seasonal events that show the impact of climate change on our wildlife”, or find out which trees are infected with pests and diseases and how you can help by applying for a Disease Recovery Tree Pack[2].

It is also worth noting that some schools are eligible to receive free tree packs[3].

Likewise, The Pod also runs a citizen science programme with which you can get involved[4]. Once you’ve signed up you’ll have access to supporting resources, including: a presentation, lesson plans with curriculum links, an information pack for background information on birds and climate change, a data sheet, and identification posters.

Benchmark has created a Facebook and Twitter page especially for schools where we post and tweet a constant stream of activity and location ideas for learning-outside-the-classroom in your school’s grounds, local area, and further afield.

To get notifications of learning-outside-the-classroom activity and location ideas and how LOtC can be used to benefit your pupils’ learning and development, follow us on Twitter @MinibusLeasing or like our Facebook page – Benchmark Minibus.

Everyone has arguments. Some people seem to have them all the time, others back away from them quickly and do anything to avoid any form of confrontation.

But what enables one person to win lots of debates and arguments, while another seems never to win at all?

Of course, force of personality and an access to relevant facts can help, as can be being a confident natural speaker with a winning smile.

But even so there is more – and there is no doubt that when students actually understand the nature of debate and proof they tend not only to get better A level grades and be better prepared for university and/or employment, but they also win more arguments.

In short, for many students it is a grasp of critical thinking which takes them from a C to a B and a B to an A, which delivers a far more impressive UCAS application, and which enables them to be much more persuasive in interviews and presentations.

The problem for students is that the issue of argument and debate is not just common sense. Even if they get to grips with the difference between such concepts as “claims” and “arguments”, there still remain such puzzling issues as explanations, assumptions, counter-claims, evidence, examples, deduction, induction, generalisation…

It is for these reasons that the volume “Critical Thinking” has been written.

For “Critical Thinking” is about far more than just dismantling and evaluating other people’s arguments; it is also about putting together the student’s own explanations and arguments.

Through examples and activities the volume encourages students to develop their considered point of view in essays, reports, debates, etc, and helps them be prepared to stand back and assess their own reasoning.

Critical Thinking is available as a printed copiable volume or as a CD which can be put on the school’s learning platform for use by students and staff.

A day of workshops for groups of pupils throughout your school
Engaging and thought-provoking workshops for pupils
Essential for schools that want to challenge prejudice and promote disability equality
Price: £800+vat

Delivered by a dedicated ally of disabled people, these workshops will help pupils to:
learn more about disability and human rights
be clear on law and policy for disabled children’s education
hear disabled people’s perspectives
identify common stereotypes and some of the prejudices disabled people face
explore a range of views of what disability is, who is disabled and what disables them
reflect on a range of disability labels
review language and terminology used and the effect this can have on disabled people’s identities
ask sensitive questions anonymously
understand, and respond to, society’s “culture of indifference”
learn about disabled people who have made a difference
become advocates for disability equality

Pupils and staff who attended a similar workshop said:
“Excellent and informative”
“Brilliant”
“Inspirational”
“It certainly made me consider the way I think.”
How long is each workshop?

Ideally 40 minutes, but workshops can be made shorter or longer to fit in with the structure of your school day.

How many workshops will you deliver?

We can deliver up to six workshops in a day; this, too, can be adapted to fit in with the structure of your school day.

How many pupils should there be in each group?

The workshops are interactive and will be more effective if there are 15-20 pupils in each group.

What year groups are these workshops for?

We offer these workshops to primary and secondary schools and adapt the content and presentation according to the age of pupils we work with.

Does a member of staff need to stay with the group?

Yes, we ask that a member of staff is present at each workshop.

Will you need any equipment?

A computer and projector would be helpful.
To request a booking, please email the following information to admin@csie.org.uk

All About Anxiety Discussion Cards

We live in a fast-moving world and anxiety levels are high, particularly in our young people.

These cards give the users an opportunity to consider what they believe to be some of the causes of anxiety, to think about possible sources of help and to learn that worry can sometimes be positive.

▪ Discuss possible causes of anxiety
▪ Understand that different things worry different people
▪ Identify who can help when we feel anxious
▪ Maintain a healthy mental attitude
▪ Discover the effects of anxiety on eating patterns, socialising and personality

The cards introduce a more in-depth discussion and allow users to explore their feelings in a structured way.

They can be used with individual students as a diagnostic tool, or they can be used in small groups to promote discussion and enable the participants to challenge their own beliefs or they can be used with class groups to start discussions.

Would you like to increase maths and financial literacy skills in key stage 3 students?

We have designed a series of practical team based exercises for key stage 3 that will help to develop students’ financial literacy, maths and business awareness skills.

The Paper Tower Exercise will help develop teamwork, communication and problem solving skills. Students have to work together to build the highest Paper Tower for the least possible cost. Financial and maths skills are put to the test as students work out how much they have spent on resources. Time penalties apply. The exercise easily fits into a single lesson and contains a resources checklist, timings and assessment criteria. Cost only £10

The Oil Rig Platform Exercise A practical problem solving exercise designed to simulate the workings of a team of engineers, trying to find a solution to a problem. Students are divided into teams and challenged to build a small scale model and work out how much it costs to build using only set materials. To test for safety the platform must be able to support the weight of a brick! Will your students design it so cheaply that it collapses or will they spend more money to make it strong and sturdy? The exercise runs over one lesson. The winning team is the one who can build the oil rig, support the weight of a brick and is the cheapest to build. Cost only £20

The Jazzy Jotters Exercise the task is to design, produce and sell Jazzy Jotter notebooks and make a profit. The class is divided into small teams and job roles agreed. Each team is given a £10 loan which they use to buy raw materials and basic equipment. Financial decisions are taken and by working together they strive to make a profit within the time allowed. Students enjoy dealing with the money and haggling for a good deal. Contains worksheets, money, job roles, account sheets and is really easy to deliver. Cost only £25

The Dice ExerciseThe task is to run a small business that manufactures Dice. Students develop their maths and financial literacy skills and their knowledge of fixed and variable costs, the calculations of total costs, revenue and profit. Students are divided into small teams, given management job roles and a production line formed. Teams are given a £40 loan to buy raw materials and basic equipment. Financial decisions are taken, equipment purchased, the deadline set and production begins. The accountant must keep a careful record of every purchase and every sale. Will the students haggle to get a good deal or just accept the price offered? Who will make a good profit and win the exercise? Cost Only £25

Special offer – Buy all four items for £70

You can pay and download the exercise direct from our website using Paypal or you may wish to pay with a purchase order number. If you would like to take advantage of the special offer price or order with a purchase order please e-mail Julie@c-l-e.co.uk. Your order will be dealt with within 24 hours.